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ERIC Number: EJ958545
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0022-0671
Student Achievement Outcomes Comprehensive School Reform: A Canadian Case Study
Ross, John A.; Scott, Garth; Sibbald, Timothy M.
Journal of Educational Research, v105 n2 p123-133 2012
The authors conducted a third-party study of the student achievement effects of Struggling Schools, a user-generated approach to Comprehensive School Reform (CSR). The design was a quasiexperimental, pre-post matched sample (N = 180) with school as unit of analysis, drawing on 3 years of achievement data from standardized external assessments. Struggling Schools had a statistically significant positive effect on Grade 3 reading achievement (effect size = 0.48 in 2005-2006 and 0.60 in 2006-2007). There were enduring achievement effects 2 years after exit from the program. The outcomes indicate that CSR approaches based on capacity building, partnerships with an external agency, and accountability enhance student learning. (Contains 6 tables, 1 figure and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada